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    Principles and Strategies of Teaching

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    Principles and Strategies of Teaching

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    Download as pdf
    12 views14 pages

    FC7 Chap-6

    Uploaded by

    Lovemir Limaco
    Principles and Strategies of Teaching

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    ed instructional Objective xan sete iPr ont cts Dems required Activities 1 ete 2 adr denonsta moa actice fractional Pr ed is ech io instructional ‘the improved instruct ' of improved ir eee deny sok etl approach oa ch; inquiry approach; integrative Spee oo eeprom inatraction; and te men che instructional practices ‘A. Discovery Approach The dissvery approach refers to an inductive method of ‘dng ppt dics and organize ideas and processes by ‘Yemiees. mean elping them use ideas already acquired sta means fdacovering new ideas. cating to Lardizbal, the proces by which thro the log et al, the discovery approach is he children under subtle direction. go roses of observation, comparison, and Saati. wreraatin and application instead of “telling,” Serene taco a texto explanation, sel toes att Stains whereby cir are neworoged ee RO Girt re The primey eee ‘thinking instead of merely arri- discovery 96 Definition Given by Other Authors 1. It stresses the learni ‘and content through zation (Anderson, 1969). 2. Ibs not only the act of finding out something unknown before mankind but also inc tudes all forms of obtaining ‘Knowledge for oneselfby the use of one's own mind tone 1973), ig of concepts, theories, principles, ‘very rather than rote memori, 43, Ie is the act of an individual using his mental proces ly 80 no concepts are formed, ning, the organization, the Sund, 1972), It incorporates those views of teachin eat emphasis on the self-directed activity of the steleat, 1s incorporates some of the present-day concern for crea, tivity child development, and the terminology of cognitive Psychology (Myron and Karplus, 1962), teacher not telling the stu: le or generalization or rule when they are supposed to learn (Ausubel, 1961), It involves finding the meat structure of the ideas (Carin and i which place great Its main emphasis is on the It is a matter of rearranging or transferring evidence. It is a type of thinking. This type of thinking occurs in such ‘2 way that the individual discovers what goes beyond the information given to sew insights and. gen ions (Bruner, 1965), 1 Tt allows'the studénts to become “active in the learning Process.” He must engage in doing, manipulating mater. tals, and interpreting results. As a result, he discovers something (Hendrix, 1961). ‘Types of Discovery Approach 1. Guided Discovery —The teacher tries to draw out from his pupils certain bits of information through properly 7 ever, the conceptual approach re Content from simple to complex lew ss ing them to sions leading ad quires the categorization of giao nceptsOF Pi . ox ot el while discovery is generally quest concerned with the conscious ef gee Shien Spee relationships between tee rosea find out eens — 7 al opty By them ‘Te conceptual approach involves more data colton ore — pn sully through research while the dscmery aeg sg Coe sy Approach ively involves students to undertake experimental and nee - ve Discove tigative work. ye Use of the instructional cuit et atime ‘A teche should nee tl he students the princi or 1 Tae Bes shold er cally rule which they are supposed to state at the end ofthe henson Fa Ee a an ‘As much as possible, the teacher should help the studects ) vary wal Ds anger questions, alehous! gather sufficient data to enable them to form the expected gen. should aot answe eralization. 2 ee and tstofind out for Py Femehe liao alzations of || $58 __ Another equally important role ofthe teathe wing the Dee el en 325 conceptual approach is that he should be abe te ma shemesives a ZE__ comitive hierarchy of his discipline. He should be able to cate. Son BL orice all knowledge pertinent to his arta hows fee a h 55S cepts, from concepta to generalizations; from gene ralizati caneepil App BG on from generalizations : orig oD. Ltria Soran, the conceptual approach EF to principles; and all ofthese should be organized around con, hong and defining the content ofa certain discipline a Y2S_ceptual schemes which are the pervasive ideas embodying the ep trugh the sea big or pervasive ideas as against Siz, whole discipline, = content by isolated be echo pce fering fe sa ote vo Conceptual ‘The emphasis is oto the content pers, but in the big te -—— ieasthat pervade the subject. Its using the content as a means ag Seeder te awe and pings or Principe ‘rowan hat gem parila sujet or dsspine Acorn to Casa 1985), the conceptual approach, like ‘ihr epee, snot a particular teaching method with ‘sete ses to fll. Its more of a viewpoint of how facts eet tnd a disiline should be dealt with. As such, tensa puting tones intently eerie og ‘the learners are guided SCtbought tonad organization of thoughts into et Bee ies, non of thoughts in Hierarchy of Cognition This appeal dco the aig een oe SS opitive learning ‘quisition of knowledge. How= 98 ‘To explain the above hierarchy of coguition, each level is Properly defined and illustrated on the next page 99 — Examplels — statement! Vig liquid solidifies een, ir Sper conn, " ce Nothballs sublimate, sp et ae nse et eee alte api en onept gn af reed AF ater. natn, toting, ode eraser hepa et Seow ae yi te ith son msn, yg a oman ogee OS | latement may tity Al mater sundergo physical change” nla it nine hep Pip ae erie peal change a ether eonervatn Sea inn oe 55 da Elem ing te eat: a oe ee Sdone Gece udedying © ronment through matter Sampien. stomes } Nan tthe ies rm ats up to eoneaptual séeaeistonsnpet comple, allowing students to organize ‘teats rm is information tolargor cognitive love Student should lots andrea 2d ead the te be given lots of opportunities to read, expe the os many situations as possible caegrie information © cess Approach : aot ah ay be ei see tt ted asa means to “le Statice engged das teaching in which lop students’ learning, ‘nthe activities so the com- 100 mina inns wean uepary awe, pan. HOLT pr the theoretical aspects of cooking, ‘The essence of the process approach lies on three major points: 1, Emphasis on process implies « co ‘on the subject content (the co not what to learn); responding deemphasis cern is how to learn and 2. It centers upon the idea that what is taught to children should be functional and not theoretical (if you lesen math, do what mathematicians do, if you learn science do what scientists do, and if you learn music, do what musicians do); and 3, It introduces the consideration of human intellectual development. ‘The process approach originated from and used to be a monopoly of science instruction, But today, itis identified primarily with skill-oriented subjects like practical arts, home ‘economics, and even with knowledge-laden subjects like social studies. Learning Skill in Selected Subjects I. Social Studies A. Thinking Skills, Observing, describing, developing concepts, differentiating, defining, hypothesizing, comparing and contrasting, generalizing, predicting, explaining, and offering alternatives. B. Academic Skills. Reading, viewing, listening, out- lining, note-taking, eaption-writing, making charts, reading and interpreting maps, diagramming, tabu. lating, constructing timeliness, and asking relevant questions. ©. Social Skills. Planning with others, participating in research projects, participating productively in yo sion rs ere eating HP ‘and helping ote “ Save ant ees = ini an sie Sls. Ob8e7008 cas mbers a measuring, sing PO me eee Defini ing operationally, Sealab neg Se olin variables, Ey aermenting and Filipino) on and enunciation, oa, quality, pitch, ead IIL. Language (Ens A Sete voe mali, 2 Sate, ee ae ng. Conentring deciphering ideas, analy- ® ced interpretng, ceting the main thoughts, ete, Reading, Sped and comprehension, reading between ° |ines, sequencing, comparing and contrasting, draw- ingot he main ea or the moral laton, interpre. tga devon eoeaig, notes, outlining, ing. Jing daw important noes, otlnin D Enmting taarg te mele of writing Fo apaling und poctnatin mara, and aso of snall nd eal ltrs, writing a composition following qualities like good grammar, simplicity, cabesivenes, ets, TV. Mathematies A. Basic Skills. Pacing numbers in columns, master ‘ng the four fundamental processes, getting the per- centage, finding the least common denominator, ‘hanging fractions to decimals and vice-versa, 5: Comples Sls, Gtting the square too, computing + and standard deviation, solving one~ ‘ep problem and two or three-stap problems, ete, 102 \. Physical Education A. Gymnastics. Deve ' Practicing alertness, quickness eto" and vigor, race, eercising muscular a normal functioning of t body, ete, Ss orgie B. Organized Games general “ball sense loping coord: ond Relay Shitts, Cultivatin ‘for applicat in 7 Bracing throwing. tig toe ane the ball, participating inerease interest and ability toning ©. Rhythmic Shits. Masteri {gph demonstrating ails in various chyna ete, . D. Body Mechanics, Acquiving a good body posture i diferent positions ang wating ste ning, kneeling, lying, ete) E. Locomotor Shills. De from one place to at of safety and speed, di © games, ee, "monstrating the ability to move nother with the greatest degree exercising to develop body evor. ion, agility, and timing, ete D. Inquiry Approach ‘The inquiry approach is the search for truth, information, or knowledge. It pertains to research and investigation and to seeking for information by asking questions (Kilnkmann, 1970), ‘The inquiry approach is also a search for the solution to @ problem through an exploration and evaluation of alterna- tives (Suchman, 1964), ‘The inquiry approach views a given discipline more as an attitude than as a body of knowledge or as a method. Empha- ‘iting the affective aspects of learning, it uses both the content, and processes as means toward the development of the qualities ofthe mind as curiosity, skepticism, intellectual honesty, we thers. Hence, the primary aim is the developmentof desirable ‘ttitude including proper appreciation and valuing. 103 _ inductive or deduct. can either be ia rovides rei ern reas the Debi ed nr er the student dents ith BBEAE': cg also be dons ation that they. bee ct ofthe ina, discovery. The Lace itiny during ene! ee teak dae ed fears becomes inductive and thingy session becomes inet rand, the students are 4 of ust ‘own which are open. yooch Th nied SPP mong the significant components slant that 2 knoe. It is a thorough process cane wa integrating topics into & general framework or os ‘simply means that the teacher does me Ta ei unt antn slated island by itll but rather Beh pouty laroed concept with the new con- ‘ras the cogitive pillars” of an academic subject, Its primary sim sto enhance the students’ earning by making them view things in their entirety or totality. The Features ofthe Unified Approach 1 Itishighly cognitive subject contents viewed as a system of interrelated and interdependent elements). 2 leads students toward insightful and meaningful learn- ing (learning inthis approach requires students to go through different mental proces 4, Te requires the teacher to present his sj an entirely different manner. ie uj ject matter in Guidelines in the Use of the Unified Approach 1, Restructure the presentation, the needed interrelationship cepts in the subject matter: ships and plan relevant situ ofthe subject matter toshow 8. Determine the major con- then determine their relation. ations and examples tobe cited in order to make certain relationships clear and eet standable to the students, am 2. Recall the previous lesson and link it up withthe present one. Students should be led to see thatthe subject tacaht to him is an integral clement of the whole. 3. Include relevant points only. Avoid presenting ideas that would not help establish the interrelationship desired. If irrelevant ideas are presented, they should be properly labelled. A [pociety isa grup of people It is made up of An Illustration of the Unified Approach ‘culture ] Within the culture, every individual's behavior is specially defined, creating the so-called —>[ social status social institutions soci or every socal zis org involved in —»[ socialization accompanying Socialization is done by each social institution social role so that each individual ray adopt the same 105 — ary beginning provides he bs ion which wi ‘serve as und informatie oon after the students Sinan at hy a oe ek ieee Ss ein sralization- nets session becomes inductive i See ast of ues sehen to sini ‘Bletecome wp th ce vei Tae uni ree among the significant components sk Et etn pinta a general framework or se rs casan lated inland by self” but rather Stennett i re eer Stee The Features ofthe Unified Approach 1 inhi cote bt cantentvewed asa system tiered and stedepenent cmt) 2 ‘ln etna inh and meaning leatn- Segre sch equi stent 9 ‘hth dient mental procesies like comparison, ships dasrnae ne the cause-and-effect relation- Sip ein regis, rd esta sad treatment (it is base i ‘Parts are nothing unless they onan Laie se) 104 4 It requires the teacher to present his subject matter an entirely different manner, aia Guidelines in the Use of the Unified Approach 1 Restructure the presentation ofthe subject matter to the nected interratonshps Determine the sar nat cepts in the subject matter then determine their rlntion: ships and plan relevant situations and examples tobe ited in order to make certain relationships clear and under. standable to the students Recall the previous lesson and lik it up with the present ‘one, Students should be led to see that the subject taught to him in an integral element of the whet, Include relevant points only. Avoid presenting ideas that ‘would not help establish the interrelationship desired. If fare presented, they should be properly ‘An Illustration of the Unified Approach A ise group of people sharing a commen —» [caltre It is made up of ‘Within the cilture, every individual’ behavior is specifically defined, creating the so-called —>[ socal stator ‘cial institutions Each social For every socal institution is stats, there is involved in —»[ socialization accompanying Socialization is done by each social institution socal role so that each individual may adopt the same 105, sn nde, a a ete tart st i hol Os ater related {er niin arly BPE he topic “living things” pant vtin psa oe sy” are some exam. concepts logy ne ie of tse gxes in the diagram are fe tote De td to aE an ‘The word eps: Both COBH snd arrow although the cn 3 line same mai wae af hs by each sentence found in al ie oe ing all the concepts included ociety is, its nature and its aul the salient points about eul- io of Day 2 — Discussion © the relationship between society ene sae - a wh aa into, dbus oy 8 = Bae ie sof clinton, oF enumeration ofthe functions of each type, “socialization” and i- 4 Intec the concept of "eiliation e tegrate it with either previously learned gone evs sol nasitation,” and “cul =) bay 5 ~ Sirs the kindof siiaton that depends on thecal and mae speiicaly on one's socal stats as propery defined by culture, Teshoald be undertod that the sequence goes beyond the

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